Equity in New Zealand university graduate outcomes: Māori and Pacific graduates

Theodore, Reremoana; Taumoepeau, Mele; Kokaua, Jesse; Tustin, Karen; Gollop, Megan; Taylor, Nicola; Hunter, Jackie; Kiro, Cynthia; Poulton, Richie

doi:10.1080/07294360.2017.1344198

Cited by 28 publications

(24 citation statements)

References 14 publications

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“…The background and characteristics of participants in the GLSNZ have been described previously (Tustin et al, 2012), including findings for the n = 365 Pacific Island participants (Theodore, Taumoepeau, et al, 2017). In brief, of the Pacific participants who took part in the 2011 baseline survey: 69% were female, 50% were the first in their immediate family to attend university, 32% had children, 62% were undergraduates and their average age was 29 years.…”

Section: Resultsmentioning

confidence: 99%

Pacific university graduates in New Zealand: what helps and hinders completion

Theodore

Taumoepeau

Tustin

et al. 2018

AlterNative: An International Journal of Indigenous Peoples

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Increasing the numbers of Pacific Island students who graduate from New Zealand universities is important for the students' futures, their families, communities, and society in general. In the present study, Pacific graduates (N=365) who are participants in the Graduate Longitudinal Study New Zealand were asked to describe what factors helped or hindered their qualification completion. Graduates from all eight New Zealand universities were surveyed between July and December 2011. Pacific graduates identified external (for example, family), institutional (for example, university staff), and student/personal (for example, motivation) factors that both helped and hindered the successful completion of their studies. Understanding the hindrance factors faced by Pacific students and the factors that have contributed to their educational success can help to inform policy and practice to achieve national priorities of equity and successful outcomes for Pacific learners.

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Section: Resultsmentioning

confidence: 99%

Pacific university graduates in New Zealand: what helps and hinders completion

Theodore

Taumoepeau

Tustin

et al. 2018

AlterNative: An International Journal of Indigenous Peoples

Self Cite

View full text Add to dashboard Cite

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“…Pasifika student success in education has been a focus of research in Aotearoa for several years (for example, Airini et al, 2010;Benseman et al, 2006;Ross, 2008;Thaman, 2009;Theodore et al, 2018). However, research on Pasifika students' processes of learning is rare.…”

Section: Literaturementioning

confidence: 99%

“…Time pressures also determine a tendency towards surface, assessment-driven learning that sacrifices a student's ability to achieve deep learning. A culture of overassessing has been created in higher education, but when paired with the research-informed recognition that Pasifika students have multiple responsibilities outside university, what does this mean for Pasifika student success (Theodore et al, 2018)? If Pasifika student success is a priority, this becomes an urgent and unanswered question.…”

Section: Pasifika Students Assessments and Timementioning

confidence: 99%

“…Therefore, the concept of time, use of time and time pressures can mean one thing inside the home within their cultural frameworks and something completely different outside the home in a Western-informed environment. Added to this are the recognised multiple obligations Pasifika students often have to juggle with their university study (Theodore et al, 2018). While the time constraints of university cannot change, Davidson-Toumu'a and Dunbar's (2009) call for awareness of this is certainly advisable and may go some way to preventing the rhetoric of disengagement that has historically been placed on Pasifika students.…”

Section: Pasifika Students Assessments and Timementioning

confidence: 99%

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2020

MAI Journal

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This article introduces He Vaka Moana, which has been tested and evaluated at international and local levels. He Vaka Moana is a strength-based model of academic fellowship that is framed by Oceanic principles and methodologies. The authors base this model on what connects and sustains us as Mäori and Pasifika people-that is, Te Moana-nui-a-Kiwa. We draw from our shared ancestral history of navigating the vast Pacific Ocean on purposefully built vessels using Indigenous methods and ways of being to successfully reach our destinations. Our fellowship draws on the rich knowledge and imagery of a Tongan saying "pikipiki hama kae vave manava", which refers to lashing canoes together to exchange people and resources when a fleet is out on the ocean battling the swells and weather. This evocative Oceanic metaphor guides how, in He Vaka Moana, champions of teaching and learning across faculties purposefully come together to work collaboratively to examine existing practice and develop innovative ways for addressing issues of strategic priority to the institution: Mäori and Pasifika students' success. In He Vaka Moana, we look specifically and politically at ways to advance the success of Mäori and Pasifika students in higher education, exploring what works; how success is defined and by whom; how, as a university, we listen (or fail to listen) to Indigenous stories; and the difference Oceanic-based research makes for our teaching and learning. Our agenda is revitalising Indigenous methodologies and knowledges to transform higher educational institutions' ways of responding to our Indigenous learners. Employing our own Indigenous methodologies has emphasised our cultural ways of being, thinking, speaking and behaving. We wish to demonstrate how our ways of being and knowledge allow us to reclaim who we are and, more importantly, to chart our collective and desired future as citizens of Oceania.

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“…International doctoral students in Canada report an ambiguous sense of self, belonging, and educational purpose when participating in transnational academic and social spaces of the university (Phelps, 2016). In New Zealand, challenges to inclusion are particularly evident for Māori and Pacific (indigenous) doctoral students as evident in the comparatively low participation and completion rates (Theodore et al, 2018). For Māori students, in particular, issues can be framed in spatial terms, and requires an understanding of the multiple spaces in which Māori doctoral students' research and supervision take place (Middleton & McKinley, 2010).…”

Section: The Spatial and Social Fabric Of Doctoral Studentsmentioning

confidence: 99%

Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

Carvalho

Freeman

Kearney

et al. 2018

AJET

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Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates' highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant places for learning and experiences of inclusion amongst doctoral students, and ways of capturing and sharing these experiences with those learning at distance and on university campuses. Our focus is on connections between social values and the built environment, and on developing ways of expressing these values through students' representations of places for learning. This paper reports on interviews with doctoral students' discussing their connections to oncampus and distance places for learning -within the digital and physical landscapes of a multi-campus university, with provision for both, internal and distance students. Our findings reveal the ways doctoral students navigate the digital and physical realms of university spaces, the places they inhabit and value, their attachments to things, and how these, in turn, influence their feelings of inclusion, belonging, and learning purpose.

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Equity in New Zealand university graduate outcomes: Māori and Pacific graduates

Cited by 28 publications

References 14 publications

Pacific university graduates in New Zealand: what helps and hinders completion

Pacific university graduates in New Zealand: what helps and hinders completion

Untitled

Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

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